Pub Date : 2021-03-01DOI: 10.18820/2519593X/PIE.V39.I1.17
D. Boothby, A. Hart, H. Chandler, D. Dupuy
War, natural disasters, and other emergencies regularly disrupt children’s education in developing countries. The digital divide has long since affected low-resource and rural schools’ responses to crises that necessitate distance learning, often excluding children in remote and rural parts of countries from internet-dependent online learning programmes. In no place is this truer than in Haiti where, prior to August 2020, political unrest combined with the COVID-19 pandemic caused learners to miss 60% of their scheduled days in the 2019–2020 school year with only 45% of Haitian households having access to a power source, let alone internet or a smart device, that would enable them to participate in online learning. This study presents findings from exploratory research on the readiness of the Haitian education system to withstand crises and the impact of COVID-19 on the system and its learners. Through analyses of secondary data and semi-structured interviews with a variety of education stakeholders, the research reveals gaps in the system’s readiness; identifies key challenges prompted by school closures in Haiti and shares a handful of innovative responses developed to respond to these challenges. Findings indicate that the COVID-19 health crisis has not created the need for educational reform in Haiti, but rather, by exacerbating pre-existing gaps and frailties within the system, the pandemic has heightened the urgency with which educational reform must be pursued. Salient gaps include a significant digital divide, financial instability and inattention to learning adjacent needs such as nutrition and psychosocial health for parents and children alike. While this initial research has exposed a series of significant gaps and inequalities in the Haitian education system, moving forward, more comprehensive research is needed to determine how such inequalities can be most effectively addressed. Although the Haitian government has a key role to play in addressing these inequalities, findings from this study reveal that governmental responses to COVID-19 school closures and broader digital learning inequalities, were ineffective in their reach and did not reflect the majority of Haitian learners and their families’ realities. Findings also identify numerous innovations and assets on the part of non-governmental actors striving to address these gaps. However, these mechanisms were limited in scope and lacked the coordination among one another and the government that would be required to have scalable or measurable impact. Therefore, more research is needed to determine what the most successful mechanisms for addressing inequalities in the Haitian education system are and how they can be most effectively leveraged and scaled to create a more resilient education system moving forward. This paper presents initial findings of the gaps in the Haitian school system that affected the overall development and well-being of students when schools were not in ses
{"title":"Leveraging community-based innovations during COVID-19 to strengthen the Haitian school system","authors":"D. Boothby, A. Hart, H. Chandler, D. Dupuy","doi":"10.18820/2519593X/PIE.V39.I1.17","DOIUrl":"https://doi.org/10.18820/2519593X/PIE.V39.I1.17","url":null,"abstract":"War, natural disasters, and other emergencies regularly disrupt children’s education in developing countries. The digital divide has long since affected low-resource and rural schools’ responses to crises that necessitate distance learning, often excluding children in remote and rural parts of countries from internet-dependent online learning programmes. In no place is this truer than in Haiti where, prior to August 2020, political unrest combined with the COVID-19 pandemic caused learners to miss 60% of their scheduled days in the 2019–2020 school year with only 45% of Haitian households having access to a power source, let alone internet or a smart device, that would enable them to participate in online learning. This study presents findings from exploratory research on the readiness of the Haitian education system to withstand crises and the impact of COVID-19 on the system and its learners. Through analyses of secondary data and semi-structured interviews with a variety of education stakeholders, the research reveals gaps in the system’s readiness; identifies key challenges prompted by school closures in Haiti and shares a handful of innovative responses developed to respond to these challenges. Findings indicate that the COVID-19 health crisis has not created the need for educational reform in Haiti, but rather, by exacerbating pre-existing gaps and frailties within the system, the pandemic has heightened the urgency with which educational reform must be pursued. Salient gaps include a significant digital divide, financial instability and inattention to learning adjacent needs such as nutrition and psychosocial health for parents and children alike. While this initial research has exposed a series of significant gaps and inequalities in the Haitian education system, moving forward, more comprehensive research is needed to determine how such inequalities can be most effectively addressed. Although the Haitian government has a key role to play in addressing these inequalities, findings from this study reveal that governmental responses to COVID-19 school closures and broader digital learning inequalities, were ineffective in their reach and did not reflect the majority of Haitian learners and their families’ realities. Findings also identify numerous innovations and assets on the part of non-governmental actors striving to address these gaps. However, these mechanisms were limited in scope and lacked the coordination among one another and the government that would be required to have scalable or measurable impact. Therefore, more research is needed to determine what the most successful mechanisms for addressing inequalities in the Haitian education system are and how they can be most effectively leveraged and scaled to create a more resilient education system moving forward. This paper presents initial findings of the gaps in the Haitian school system that affected the overall development and well-being of students when schools were not in ses","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90077075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.18820/2519593x/pie.v39.i1.2
E. D. Klerk, J. Palmer
Worldwide, COVID-19 has affected the most deprived communities the hardest and exposed many systemic inequalities, leaving nations vulnerable and destitute. The need for quality education, while heeding to international mandates, including enacting the sustainable development goals (SDG), has become more apparent in promoting equitable and inclusive education for all, which remains a challenge in South Africa with its inherited inequalities. The purpose of this study was to understand how the COVID-19 challenge refocused the commitment of five principals from rural schools in two education districts of the Northern Cape province of South Africa to address resurfaced historic inequalities, including digital access and fluency to attain an equitable learning environment. Semi-structured emailed interviews were conducted with the participants. A thematic analysis of their experiences of the pandemic through the lens of flexible learning theory, revealed that teachers and learners often experienced discrimination-related stress, especially with virtual learning approaches, as schools often cannot offer remote services to advance learning. Furthermore, the participants voiced their uncompromising commitment to inclusion while engaging teachers and learners in identifying possible problems and proposing solutions post-COVID-19. Though the current crisis seems to have perpetuated and deepened existing inequalities in disadvantaged rural South African schools, some school principals are hopeful that as the reality has now been laid bare, it may prompt more urgent action. The paper recommends that school principals and teachers will have to refocus teaching practices towards flexible, inclusively delivered teaching through working collaboratively across disciplines so that they build their personal resilience and advance their technological skills to meet the demands of remote and online learning during a pandemic and beyond. physical disabilities; we use it to improve their reading skills, as well as their creative and critical abilities.
{"title":"Resetting education priorities during COVID-19: Towards equitable learning opportunities through inclusion and equity","authors":"E. D. Klerk, J. Palmer","doi":"10.18820/2519593x/pie.v39.i1.2","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i1.2","url":null,"abstract":"Worldwide, COVID-19 has affected the most deprived communities the hardest and exposed many systemic inequalities, leaving nations vulnerable and destitute. The need for quality education, while heeding to international mandates, including enacting the sustainable development goals (SDG), has become more apparent in promoting equitable and inclusive education for all, which remains a challenge in South Africa with its inherited inequalities. The purpose of this study was to understand how the COVID-19 challenge refocused the commitment of five principals from rural schools in two education districts of the Northern Cape province of South Africa to address resurfaced historic inequalities, including digital access and fluency to attain an equitable learning environment. Semi-structured emailed interviews were conducted with the participants. A thematic analysis of their experiences of the pandemic through the lens of flexible learning theory, revealed that teachers and learners often experienced discrimination-related stress, especially with virtual learning approaches, as schools often cannot offer remote services to advance learning. Furthermore, the participants voiced their uncompromising commitment to inclusion while engaging teachers and learners in identifying possible problems and proposing solutions post-COVID-19. Though the current crisis seems to have perpetuated and deepened existing inequalities in disadvantaged rural South African schools, some school principals are hopeful that as the reality has now been laid bare, it may prompt more urgent action. The paper recommends that school principals and teachers will have to refocus teaching practices towards flexible, inclusively delivered teaching through working collaboratively across disciplines so that they build their personal resilience and advance their technological skills to meet the demands of remote and online learning during a pandemic and beyond. physical disabilities; we use it to improve their reading skills, as well as their creative and critical abilities.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78475533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18820/2519593x/pie.v39.i1.23
R. Ramot, Prof S. Donitsa-Schmidt
The study evaluates an alternative initial teacher education programme launched nationwide by the Israeli Ministry of Education (MoE) at the height of the COVID-19 crisis. The programme aimed to attract unemployed academics to teaching, thereby providing a response to the teacher shortage. To advance the programme, the MoE relaxed its strict regulations and granted the training institutions further autonomy to develop their own programmes. After three months of intensive online training, students were expected to start teaching and continue studying once a week for another year while on the job during their induction year. Since teachers, unlike other hired employees, continued working from home via distance learning during this period, teaching, previously an unattractive profession, turned into a desirable one and hundreds of potential candidates applied for the programme. The research, conducted in one large teacher education college in central Israel, examined the motivations of 125 student teachers to join the teaching profession, their sense of preparedness for teaching, their satisfaction with the programme and their level of commitment to teaching. Findings showed that the student teachers who participated in our research displayed high levels of intrinsic and extrinsic motivations. They reported a high sense of preparedness for teaching, were satisfied with the programme and indicated their commitment to the teaching profession. The results strengthen the importance of tailor-made teacher education programmes and hence the value of greater autonomy in teacher education policy.
{"title":"COVID-19: Education policy, autonomy and alternative teacher education in Israel","authors":"R. Ramot, Prof S. Donitsa-Schmidt","doi":"10.18820/2519593x/pie.v39.i1.23","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i1.23","url":null,"abstract":"The study evaluates an alternative initial teacher education programme launched nationwide by the Israeli Ministry of Education (MoE) at the height of the COVID-19 crisis. The programme aimed to attract unemployed academics to teaching, thereby providing a response to the teacher shortage. To advance the programme, the MoE relaxed its strict regulations and granted the training institutions further autonomy to develop their own programmes. After three months of intensive online training, students were expected to start teaching and continue studying once a week for another year while on the job during their induction year. Since teachers, unlike other hired employees, continued working from home via distance learning during this period, teaching, previously an unattractive profession, turned into a desirable one and hundreds of potential candidates applied for the programme. The research, conducted in one large teacher education college in central Israel, examined the motivations of 125 student teachers to join the teaching profession, their sense of preparedness for teaching, their satisfaction with the programme and their level of commitment to teaching. Findings showed that the student teachers who participated in our research displayed high levels of intrinsic and extrinsic motivations. They reported a high sense of preparedness for teaching, were satisfied with the programme and indicated their commitment to the teaching profession. The results strengthen the importance of tailor-made teacher education programmes and hence the value of greater autonomy in teacher education policy.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"13 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72767466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18820/2519593x/pie.v39.i1.6
P. Kong, X. Yu, A. Sachdev, X. Zhang, N. Dzotsenidze
During the COVID-19 pandemic, as part of shelter-in-place orders for families, their homes simultaneously became a school, work and social activity space. The physical spaces available to families shrunk considerably. These series of events have quickly changed the daily lives of those living, residing and learning in the United States. We used the photovoice methodology to share the COVID-19 experiences of seven Asian families. We follow how Asian parents address their children’s educational needs as they adapt to the compression and expansion of the physical boundaries of their homes. We found that the family space became a multipurpose site, a place where multiple activities happened simultaneously to include school, workplace, social and extracurricular activities. The compression of space is an opportunity to examine how Asian parents are involved in their children’s schooling, outside of the school walls. We found that Asian parents are involved in their children’s schooling and hold a broader conception of education that is less focused on academic learning. Asian families adapt to the disruptions in daily life due to COVID-19 by strategically engaging resources and addressing the stress related to changes in their schooling environment. business. There is variation across states with bars, liquor stores, construction and home office supply stores classified as non-essential business. learning a lot of things, and not just by learning, but also by playing.
{"title":"From “How are you doing?” to “Have you eaten?”: Understanding the daily lived experiences of Asians in America during the COVID-19 pandemic","authors":"P. Kong, X. Yu, A. Sachdev, X. Zhang, N. Dzotsenidze","doi":"10.18820/2519593x/pie.v39.i1.6","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i1.6","url":null,"abstract":"During the COVID-19 pandemic, as part of shelter-in-place orders for families, their homes simultaneously became a school, work and social activity space. The physical spaces available to families shrunk considerably. These series of events have quickly changed the daily lives of those living, residing and learning in the United States. We used the photovoice methodology to share the COVID-19 experiences of seven Asian families. We follow how Asian parents address their children’s educational needs as they adapt to the compression and expansion of the physical boundaries of their homes. We found that the family space became a multipurpose site, a place where multiple activities happened simultaneously to include school, workplace, social and extracurricular activities. The compression of space is an opportunity to examine how Asian parents are involved in their children’s schooling, outside of the school walls. We found that Asian parents are involved in their children’s schooling and hold a broader conception of education that is less focused on academic learning. Asian families adapt to the disruptions in daily life due to COVID-19 by strategically engaging resources and addressing the stress related to changes in their schooling environment. business. There is variation across states with bars, liquor stores, construction and home office supply stores classified as non-essential business. learning a lot of things, and not just by learning, but also by playing.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81937186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18820/2519593x/pie.v39.i4.10
M. Mkhize
The purpose of the study was to determine pre-service accounting teachers’ perceptions of the confidence and motivation in doing mathematics in Bachelor of Education Accounting courses at a higher education institution, with the aim of informing higher education heutagogy as it relates to teaching and learning in accounting. This study included a convenience sample of 255 preservice accounting teachers from a higher education institution in South Africa and a purposive sample of 18 students was drawn. Data collection was done through questionnaires and an interview schedule. A sequential explanatory design and sampling were employed. Data were analysed using SPSS for quantitative data and the interviews were transcribed and analysed qualitatively. The mean scores are above average (positive) for the cohort, however, there were numerous students with low scores in the effectance motivation and confidence scales. A more positive attitude towards effectance motivation in doing mathematics came from Indian, English and suburban respondents (p<.050). These students were not discouraged by difficult mathematical problems and are thus motivated by the challenges of mathematics. The interviews showed that parents positively influenced these students to persevere when faced with challenging mathematics problems. The results show no significant differences in the confidence in doing mathematics subscale (p >.050) in relation to gender, age, race group, mother tongue, Grade 12 mathematics, accounting module or location of schools. This finding runs counter to interview responses where 10 of the participants did not believe that they had a lot of selfconfidence when it comes to mathematical accounting calculations and could not do advanced work without seeking help from others, compared with 6 participants who agreed that they had a lot of selfconfidence when it comes to mathematical accounting calculations and could do advanced work without seeking help from others. In third-year accounting, strong significant connections were found between motivation in doing mathematics, confidence in doing mathematics and achievement in Accounting 420.
{"title":"Pre-service Accounting teachers’ confidence and motivation in doing mathematics","authors":"M. Mkhize","doi":"10.18820/2519593x/pie.v39.i4.10","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i4.10","url":null,"abstract":"The purpose of the study was to determine pre-service accounting teachers’ perceptions of the confidence and motivation in doing mathematics in Bachelor of Education Accounting courses at a higher education institution, with the aim of informing higher education heutagogy as it relates to teaching and learning in accounting. This study included a convenience sample of 255 preservice accounting teachers from a higher education institution in South Africa and a purposive sample of 18 students was drawn. Data collection was done through questionnaires and an interview schedule. A sequential explanatory design and sampling were employed. Data were analysed using SPSS for quantitative data and the interviews were transcribed and analysed qualitatively. The mean scores are above average (positive) for the cohort, however, there were numerous students with low scores in the effectance motivation and confidence scales. A more positive attitude towards effectance motivation in doing mathematics came from Indian, English and suburban respondents (p<.050). These students were not discouraged by difficult mathematical problems and are thus motivated by the challenges of mathematics. The interviews showed that parents positively influenced these students to persevere when faced with challenging mathematics problems. The results show no significant differences in the confidence in doing mathematics subscale (p >.050) in relation to gender, age, race group, mother tongue, Grade 12 mathematics, accounting module or location of schools. This finding runs counter to interview responses where 10 of the participants did not believe that they had a lot of selfconfidence when it comes to mathematical accounting calculations and could not do advanced work without seeking help from others, compared with 6 participants who agreed that they had a lot of selfconfidence when it comes to mathematical accounting calculations and could do advanced work without seeking help from others. In third-year accounting, strong significant connections were found between motivation in doing mathematics, confidence in doing mathematics and achievement in Accounting 420.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81663557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18820/2519593x/pie.v39.i4.14
Ilze Breedt, J. Beckmann, André du Plessis
This qualitative study sought to explore the experiences of stake holders at independent schools during and after the transition from a not-profit governance approach to a for-profit governance approach after a change of ownership. Section 29(3) of the Constitution of South Africa provides that “everyone has the right to establish and maintain, at their own expense, independent educational institutions” subject to certain requirements to ensure quality education (RSA, 1996a). Such schools have become an integral part of the South African education system. However, some independent schools represent the notions of investment and profitable business and companies listed on the Johannesburg Stock Exchange (JSE) have started to invest in the independent school sector. The requirements of good governance, as stipulated in the King III Report on Corporate Governance for South Africa 2009, were used as the conceptual framework for this study. Two independent schools that transitioned from a not-for-profit approach to a profit-driven governance approach were sampled. It was found that the experiences of the principals and management teams of the participating schools differed significantly from the experiences of the teachers and parents at these schools. A school is part of a community and when a company takes over a school, they need to make sure the communication to all stakeholders is clear and transparent. had parents to manage, who had their own expectations and did not get what they expected with the increase of the school fees. Those were expectations that I had to explain. Because of the change in culture, we lost a lot of kids, and they were the children of the parents who helped build the school. I experienced two years of exceedingly difficult times and I did not experience the governors’ support.
{"title":"From not-for-profit to profit-driven independent schools through the eyes of some of the stakeholders","authors":"Ilze Breedt, J. Beckmann, André du Plessis","doi":"10.18820/2519593x/pie.v39.i4.14","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i4.14","url":null,"abstract":"This qualitative study sought to explore the experiences of stake holders at independent schools during and after the transition from a not-profit governance approach to a for-profit governance approach after a change of ownership. Section 29(3) of the Constitution of South Africa provides that “everyone has the right to establish and maintain, at their own expense, independent educational institutions” subject to certain requirements to ensure quality education (RSA, 1996a). Such schools have become an integral part of the South African education system. However, some independent schools represent the notions of investment and profitable business and companies listed on the Johannesburg Stock Exchange (JSE) have started to invest in the independent school sector. The requirements of good governance, as stipulated in the King III Report on Corporate Governance for South Africa 2009, were used as the conceptual framework for this study. Two independent schools that transitioned from a not-for-profit approach to a profit-driven governance approach were sampled. It was found that the experiences of the principals and management teams of the participating schools differed significantly from the experiences of the teachers and parents at these schools. A school is part of a community and when a company takes over a school, they need to make sure the communication to all stakeholders is clear and transparent. had parents to manage, who had their own expectations and did not get what they expected with the increase of the school fees. Those were expectations that I had to explain. Because of the change in culture, we lost a lot of kids, and they were the children of the parents who helped build the school. I experienced two years of exceedingly difficult times and I did not experience the governors’ support.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82785679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18820/2519593x/pie.v39.i2.6
The prevalence of plagiarism in university students’ academic writing is well documented. Its complex and multifaceted nature has made it difficult to reduce or manage. The literature reveals a lack of significant understanding of plagiarism and related concepts to be due to a poor or an absence of education, and it advocates for extensive and explicit education in what constitutes plagiarism at higher education level. In this review article we explore the literature on undergraduate and postgraduate student perspectives of plagiarism and related concepts in a global context. These perspectives are discussed under the following themes: students’ understanding of plagiarism and related literacy practices such as referencing, the reasons contributing to why students plagiarise intentionally or unintentionally, students’ understandings and views of the seriousness of plagiarism and students’ views on how to curb plagiarism. We believe that through a deeper understanding of students’ perspectives of plagiarism, we could start to develop an all-encompassing strategy to deal with plagiarism at university level. database used to select articles for inclusion in this literature review was Google Scholar. Articles published in scholarly, reliably peer-reviewed journals were included. Keywords used for searching include “undergraduate students”, “postgraduate students”, “plagiarism”, “referencing” and “perspective”. Most of the articles used focus on research done over the last 20 years or more in order to provide give a historic perspective of the persistence of the plagiarism problem over time. The articles were also from multiple contexts to highlight the complexity and the commonality of the problem. Forward and backward snowballing was used to obtain more relevant articles. Several articles address the issue of plagiarism in connection with other related concepts, such as referencing. This was in order to highlight the multidimensional issue of plagiarism.
{"title":"The complex concept of plagiarism: Undergraduate and postgraduate student perspectives","authors":"","doi":"10.18820/2519593x/pie.v39.i2.6","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i2.6","url":null,"abstract":"The prevalence of plagiarism in university students’ academic writing is well documented. Its complex and multifaceted nature has made it difficult to reduce or manage. The literature reveals a lack of significant understanding of plagiarism and related concepts to be due to a poor or an absence of education, and it advocates for extensive and explicit education in what constitutes plagiarism at higher education level. In this review article we explore the literature on undergraduate and postgraduate student perspectives of plagiarism and related concepts in a global context. These perspectives are discussed under the following themes: students’ understanding of plagiarism and related literacy practices such as referencing, the reasons contributing to why students plagiarise intentionally or unintentionally, students’ understandings and views of the seriousness of plagiarism and students’ views on how to curb plagiarism. We believe that through a deeper understanding of students’ perspectives of plagiarism, we could start to develop an all-encompassing strategy to deal with plagiarism at university level. database used to select articles for inclusion in this literature review was Google Scholar. Articles published in scholarly, reliably peer-reviewed journals were included. Keywords used for searching include “undergraduate students”, “postgraduate students”, “plagiarism”, “referencing” and “perspective”. Most of the articles used focus on research done over the last 20 years or more in order to provide give a historic perspective of the persistence of the plagiarism problem over time. The articles were also from multiple contexts to highlight the complexity and the commonality of the problem. Forward and backward snowballing was used to obtain more relevant articles. Several articles address the issue of plagiarism in connection with other related concepts, such as referencing. This was in order to highlight the multidimensional issue of plagiarism.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83032572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18820/2519593x/pie.v39.i1.4
D. Cuéllar, D. Guzmán, C. Lizama, M. Faúndez
The COVID-19 outbreak has created an uncertain scenario for educational systems, leading many countries to deploy unprecedented remote learning programmes. Chilean schools have not been the exception and have thus developed and put in place several actions to uphold effective pedagogical management (PM) and continuity of learning; however, as we emphasise in this paper, the Chilean educational system is highly segregated. PM encompasses actions and decisions aimed at safeguarding quality education by focusing on four domains: technological, curricular, methodological and assessment. This descriptive and exploratory quantitative study seeks to explore the challenges facing PM, as perceived by actors working in Chile’s three different administrative and financial school governance systems in the framework of remote education during the COVID-19 pandemic. Our findings highlight the disparities among actors belonging to the three types of administrative and financial governance systems regarding the perceived challenges facing PM. Thus, publicly funded schools face greater challenges in practically all four PM domains as compared to private schools. The main differences among schools revolve around the technological and assessment domains. While the technological domain is more of a concern for public schools, the assessment domain presents more challenges for private schools. Beyond the schools´ administrative and financial governance system, an important finding was the scant importance attached to the curriculum as a challenging issue as well as an excessive focus on the methodological domain, indicative of a prevailing logic of efficiency as applied to the learning process. challenges facing pedagogical management, as perceived by educational actors in Chilean schools during the pandemic. We explore the differences and similarities between schools within the different administrative and financial governance systems. These findings are indicative of challenges and opportunities to achieve a reflective and situated process of educational continuity within the national educational context.
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